# data[].attributes.headline
Module 3: 3.4 Peer-review activity: Learning Designer Activity

# data[].attributes.subject
Module 3: 3.4 Peer-review activity: Learning Designer Activity

# data[].attributes.body
Learning Designer "Vasco da Gama Aquarium Visit":
https://v.gd/qgcvzx
Website of the Aquarium:
http://ccm.marinha.pt/pt/aquariovgama

“In the end, we will conserve only what we love; we will love only what we understand and we will understand only what we are taught.”

― Baba Dioum

# data[].attributes.headline
Module 3: 3.3 Museum take-over days and other projects

# data[].attributes.subject
Module 3: 3.3 Museum take-over days and other projects

# data[].attributes.body
Sleeping with Sharks
https://www.oceanario.pt/atividades/dormindo-com-os-tubaroes/
Oceanário de Lisboa
It´s an amazing experience were students try a really immersive experience!

“In the end, we will conserve only what we love; we will love only what we understand and we will understand only what we are taught.”

― Baba Dioum

# data[].attributes.headline
Module 3: 3.2 Classroom collaboration projects with museums

# data[].attributes.subject
Module 3: 3.2 Classroom collaboration projects with museums

# data[].attributes.body
Collaboration!!!
Lets overcome some of our major difficulties on developing an European Identity promoting collaborations like the project presented here:
https://twinspace.etwinning.net/8972/home

Why not "Travelling Museums" about the Natural Environment around  schools? Students could exchange posters about the biodiversity or even make a rock collection from all the schools involved.
Whay not about social inclusion and the different communities in each school?
Lets do it!!!
amvicencio (Portugal)

# data[].attributes.headline
Module 2: 2.5 2.5 Create a museum learning experience

# data[].attributes.subject
Module 2: 2.5 2.5 Create a museum learning experience

# data[].attributes.body
Vasco da Gama Aquarium:
http://ccm.marinha.pt/pt/aquariovgama/museu/exposicoes

One of the first aquariums in the world, to the display collections of natural history and scientific instruments and documents, objects of interest from the museological point of view, the whole building and its history, as well as the stories of all those who, at some point, were linked to Vasco da Gama Aquarium - to create, work, study and visit.

The museum functions as a living organism when it creates new relationships with the world, whether through the sciences and the arts, or through the discovery of new areas of research, or through multiple readings of its objects and collections.

The worksheet presents a thinking routine (I think. I see. I wonder.) and invites students to draw a tree map about the objects and ideias explored in the room/collection they elected on the Vasco da Gama Aquarium. Students should prepare a small presentation of the tree map and explore the metacognitive questions: What have you learned? How did you learned it?

# data[].attributes.body
We can use the virtual museum visits to create connections betwen objects. For example:
I could take my students to the  Calouste Gulbenkian Museum in Lisbon and they could analize and discuss this object:
a. Title – “Estatueta
de Criança”;
b. Author: PIGALLE, Jean-Baptiste (1714-1785).France.
c. Date: before 1779.
d. Marble
e. Inv. 249
f. Audioguide – 520.
Back to school students could try to find similar objects since this is the only sculpture of a child in the Lisbon's Museum Collection.
If you take the virtual museum visit of The Louvre (Richelieu wing) you will find other Pigalle's children sculptures so our students could relate similar objects and try to construct their history...
Child with Cage
1749
Marble
H. 0.47 m; W. 0.32 m; D. 0.34 m
http://cartelen.louvre.fr/cartelen/visite?srv=car_not_frame&idNotice=4218&langue=en
Further investigation will take our students to other museums where sculptures of children from that period were also displayed:
The Getty Center
http://news.getty.edu/the-getty-mounts-first-major-exhibition-work-by-greatest-portrait-sculptor-18th-century-1.tekdownload
The Getty Center’s presentation will include an entire room devoted to
Houdon’s realistic and engaging depictions of children. Busts of Houdon’s young subjects will be installed at a child-friendly height, allowing kids to encounter these portrait sculptures face to face.

# data[].attributes.body
Aquário Vasco da Gama
http://ccm.marinha.pt/pt/aquariovgama/museu
Roteiro dos Descobrimentos - App
https://play.google.com/store/apps/details?id=pt.roteirodosdescobrimentos

After visiting the Aquarium, fullfill some of the App challenges and making some further research about Marine Life and the importance of Marine Sciences and Research (back in school), its time for students to communicate what they have learned. School exhibits with "scientifc posters", scientifc models, art work inspired in the marine beings students got to know or works of technology about biomimetics are very engaging to all the school community. Students could, also, organize debates and small conferences about some specific topis like Marine Litter, nearby Ecossystems and protected areas or other topics of interest.
amvicencio (Portugal)

# data[].attributes.body
Science Teacher
Portugal

# data[].attributes.body
If you are engaged in an inquiry approach probably your students are visiting the museum to investigate something. So, let them draw their investigation: collect data about the collection and some specific objects, discuss ideias, making hypothesis, investigate further more when they get back to school. Collecting data can be very challeging: they can take pictures, they can interview museum specialists or even other visitors about their perceptions, they can draw objetcs or compare the objects they know from other contexts with the ones displayed at the museum. At the end it is very important to gather everyone around and make sure that the main ideias (key concepts) are explicit to all students so, before getting out of the museum, the teacher and docent (museum educator) should promote a discussion with all the students and make a roundup of all the learning goals developed at the museum.
amvicencio/Vicencio (Portugal)

# data[].attributes.headline
Module 2: 2.1 Planning your museum visit

# data[].attributes.subject
Module 2: 2.1 Planning your museum visit

# data[].attributes.body
Hello!

Most museums are very wide and diverse contexts for learning so it is important to reduce the "novelty" effect. Otherwise the students will feel a bit lost and probably it will be difficult for them to focus on the activities (and learning) related with the main learning goals for the visit to the museum. So, it is very important that the main goals of the visit are explicit to the students and that they know from the very begginning what king of assignments they are supposed to develop from that visit. It is also important that they can get to know something about the museum that they are about to visit: what kind of museum it is? What are the mais themes explored in the museum collections? How is the space at the museum organized? It is essencial that all the security rules and schedules are also explicit to everyone.

There are a lot of ways to prepare our students for the visit and the activities that they will develop. We can just tell all about this in an oral presentation, give them a resume (written information) but if we could we should try a more Inquiry apporoach. We can divede our studets in small groups (3 or 4 students/group) and challenge them to research information about the museum, come up with a research-question or problem and plan an investigation that they can carry on at the museum. They can also get started from a problem or resarch-question and reseach what museum could help them with their inquiry. Either way, it is very important that students feel that they will learn something new at the museum. It will be a fieldtrip not a saunter.

amvicencio (Portugal)

# data[].attributes.body
LET's WORK TOGETGER!!!
Most of all, it is very important do involve the students since the very begining!
Where do we want to go? Whay are we going there? What do students think they can find there? All museum have an enormous pedagogical content so we need to negociate with our students what are our learning goals.

And, of couse, it will all run smoothly if we also involve the school leaders, parents and families. Whay not bring an available parent (or grandparent) with us?

After knowing want we want it  is essencial to communicate that goals and ideias to the Museum Education Staff so that they can prepare the best fieldtrip and activities for us.

amvicencio (Portugal)

# data[].attributes.body
Nir Orion (1993)
http://www.univie.ac.at/freilanddidaktik/literatur/Orion(1993)_field_trips_as_integral%20Part%20of%20Sciene.pdf
Joshua P. Gutwill & Sue Allen (2011) Deepening Students' Scientific Inquiry Skills During a Science Museum Field Trip, Journal of the Learning Sciences, 21:1, 130-181, DOI: 10.1080/10508406.2011.555938
https://www.tandfonline.com/doi/abs/10.1080/10508406.2011.555938

# data[].attributes.body
What is a Museum?

https://youtu.be/2_y7n7OGslg
The Role of Museums Today

https://youtu.be/cjx1F-N3YbQ

The Role of Museums in Today’s Societies

https://youtu.be/cjx1F-N3YbQ
Nina Simon - TedTalk
https://youtu.be/aIcwIH1vZ9w
Constructivist and constructionist learning theories
https://youtu.be/Xa59prZC5gA
For Educators: Your Museum Visit
https://youtu.be/T3G85Umn4Js
Tips and tricks for educators at the Metropolitan Museum of Art in New York:
http://academy.schooleducationgateway.eu/web/learning-in-a-museum/reto?p_p_auth=sPD44NHw&p_p_id=resourceExternalActivity_WAR_liferaylmsportlet&p_p_lifecycle=0&p_p_state=normal&p_p_mode=view&p_r_p_564233524_actId=5013&p_r_p_564233524_moduleId=2822&_resourceExternalActivity_WAR_liferaylmsportlet_actionEditingActivity=false&_resourceExternalActivity_WAR_liferaylmsportlet_actionEditingDetails=false&_resourceExternalActivity_WAR_liferaylmsportlet_actionEditingModule=false&_resourceExternalActivity_WAR_liferaylmsportlet_actionCalifications=false&p_o_p_id=activityViewer_WAR_liferaylmsportlet
Using Exhibits as Assessment:
https://www.youtube.com/watch?v=LOT-9J-iapU
Virtual Museums:
https://vimeo.com/31821923
Immersive virtual visits:
https://www.youtube.com/watch?v=p86gh2HEsp0
Travelling museum:
https://youtu.be/fiYWPx3Dnek
Takeover day:
https://vimeo.com/114636466
Travelling museum (e-Twining):
https://youtu.be/fiYWPx3Dnek

# data[].attributes.headline
Module 1: 1.2 Museums as Community Centers

# data[].attributes.subject
Module 1: 1.2 Museums as Community Centers

# data[].attributes.body
Nina's Talk enfasizes the importance of participation, relevance and community (conection) in our museums today, In schools this 3 ideas should also be our guidelines. If we want people to learn about something we need to ENGAGE them, to make it relevant and ABOUT them. So, I think participation in Museums (as in schools) is essencial for significative learning. It is not about "their history", it's about OUR history, OUR PLANET, our work... It's about who we are.
amvicencio (Portugal)

# data[].attributes.body
A museum is an institution where curiosity, wonder and knowledge about our universe (natural world and Humans) should be nurtured. Somewhere (time and/or space) to observe, inquire, reflect, create and learn.
amvicencio (Portugal)
Galeria da Biodiversidade. MHNC-UP. Portugal: